表達感謝是人際關係裡最重要的語言功能之一。能夠在英語的環境裡適當地表達感謝對語言學習者來說是相當重要的語言行為。本研究旨在探討中美文化差異對感謝行為的影響以及中文母語文化對外語學習的影響。受試者分為三組：其中兩組為分別以英語和中文為母語的青少年，另一組為英語程度較佳且學習階段為國中的台灣英語學習者。在挑選受試者時，先讓受試者寫一份閱讀測驗，以區分英語能力的高低。向受試者蒐集感謝行為資料的工具為「言談情境填充問卷」。本研究同時使用量化及質化分析來比較兩組母語受試者的感謝行為表現並進一步檢視台灣英語學習者是否已學會使用英語感謝行為的語用規範。 本研究結果顯示：英語為母語者最常使用直接、明確的感謝策略，而最少使用間接的感謝策略如道歉及不作回應；中文為母語者則使用較多的間接感謝策略。然而，台灣英語學習者經歷語用失敗，並將中文的語用規範移轉到英語感謝行為。此外，教學誘發的失誤以及使用過多文字也導致英語學習者的感謝行為偏離英語語用規範。有鑑於此，本研究建議語言教學者應該幫助英語學習者將注意力放在文化差異對語言表達的影響，以提高他們的語用覺察。 / Thanking is one of the most important language functions in interpersonal relationships. It is also important for language learners to appropriately express gratitude in the target culture. The purpose of the present study was to investigate the expressions of gratitude by native American English speakers (NSE) and native Chinese speakers (NSC) and examine whether Taiwanese EFL adolescents had achieved native-like performance in L2 thanking. The American participants were teenagers in the United States. The EFL learners were given a reading test from the GEPT first in order to distinguish native Chinese speakers from EFL learners. Then, a discourse completion test (DCT) was administered to all three groups: English version for the NSE and EFL learners, and the Chinese version the NSC. The quantitative and qualitative analyses were performed to compare both native groups’ thanking performance and further determine if EFL learners had approximated the pragmatic norms of the target language. The results showed that NSE employed explicit thanking strategies most often, but apology and ‘others’ strategies and opt-out the least often. In contrast, NSC employed indirect thanking strategies such as apology and ‘others’ strategies more frequently than their American counterparts. However, the EFL learners had experienced pragmatic failure, transferring thanking strategies from L1 pragmatic norms to English. In addition, teaching-induced errors and waffle phenomenon were responsible for the learners’ deviations from native English norms. It is suggested that language teachers may help learners develop cultural awareness by drawing their attention to the similarities and differences between thanking behavior in one’s native culture and the target culture.